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      <title>My sumptuous padlet by Andrew Kobus</title>
      <link>https://padlet.com/andrew_kobus/6jy1dwfyfpvh</link>
      <description>Made with charm</description>
      <language>en-us</language>
      <pubDate>2016-07-18 20:48:30 UTC</pubDate>
      <lastBuildDate>2016-07-18 20:56:57 UTC</lastBuildDate>
      <webMaster>hello@padlet.com</webMaster>
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         <title>“...so why should I have any more of a right to be a driver of change than...?”</title>
         <author>andrew_kobus</author>
         <link>https://padlet.com/andrew_kobus/6jy1dwfyfpvh/wish/116576655</link>
         <description><![CDATA[<div>I have so often wrestled with this exact same question in the realm of education and throughout all facets of life. It is simply undeniable that some voices are “louder” than others and are often able to drive institutional policy changes. It is often sadly true that these voices generally tend to come from a rather homogeneous group (e.g. white, english speaking, upper middle-class, university educated, a certain “brash” personality type, people who understand the “system”), which pushes marginalized groups farther towards the margins.&nbsp;</div><div><br></div><div>It is then important to look for voices that do not take up as much space. But this is also a complicated endeavour. For example, in my last class, certain parents (of the same group) would be extremely vocal when I didn’t feel they had a great need to be (their child was succeeding exceptionally in a social and academic sense) while, other parents who I felt needed to be more active, were not active in pretty much any way.&nbsp; (e.g. parent would not come to parent/teacher interviews after being asked several times and was very resistant to coming to the SST meeting).&nbsp;</div><div><br>Furthermore, this quote forces me to look at myself as a straight, white, cis, able-bodied, university educated male and to examine the power and space that&nbsp; I (inadvertently but inescapably) exert over marginalized and oppressed communities in the class and outside.</div>]]></description>
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         <pubDate>2016-07-18 20:49:26 UTC</pubDate>
         <guid>https://padlet.com/andrew_kobus/6jy1dwfyfpvh/wish/116576655</guid>
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         <title>Integrity? Respect?</title>
         <author>andrew_kobus</author>
         <link>https://padlet.com/andrew_kobus/6jy1dwfyfpvh/wish/116576801</link>
         <description><![CDATA[<div>I reflect on the four Ethical Standards and ask myself if it is possible for us (schoolboards, administrators, teachers, support staff, the ministry of education) and wonder if it’s possible to value “ integrity” and/or “respect” when we often only knowingly empower voices that are often loudest. I know that this might seem like an overly pessimistic perspective but in the OCT’s definition of Respect, they include “fair-mindedness” and that “...they model respect for spiritual and cultural values, social justice....democracy”. If you agree with the words of Annie Kidder, then you can see that some ethical standards are not currently being held up to an acceptable manner.</div><div><br></div><div>I am however optimistic, as universities and the younger generation seem to be very passionate about making large forward strides within the realm of social justice.&nbsp;</div><div><br><br></div>]]></description>
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         <pubDate>2016-07-18 20:50:44 UTC</pubDate>
         <guid>https://padlet.com/andrew_kobus/6jy1dwfyfpvh/wish/116576801</guid>
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         <title>OCT Ethical Standards </title>
         <author>andrew_kobus</author>
         <link>https://padlet.com/andrew_kobus/6jy1dwfyfpvh/wish/116576986</link>
         <description><![CDATA[<div><strong><br>CARE</strong><br>The ethical standard of <em>Care </em>includes compassion, acceptance, interest and insight for developing students' potential. Members express their commitment to students' well-being and learning through positive influence, professional judgment and empathy in practice.</div><div><strong><br>RESPECT</strong><br>Intrinsic to the ethical standard of <em>Respect </em>are trust and fair-mindedness. Members honour human dignity, emotional wellness and cognitive development. In their professional practice, they model respect for spiritual and cultural values, social justice, confidentiality, freedom, democracy and the environment.</div><div><strong><br>TRUST</strong><br>The ethical standard of <em>Trust </em>embodies fairness, openness and honesty. Members' professional relationships with students, colleagues, parents, guardians and the public are based on trust.</div><div><strong><br>INTEGRITY</strong><br>Honesty, reliability and moral action are embodied in the ethical standard of <em>Integrity</em>. Continual reflection assists members in exercising integrity in their professional commitments and responsibilities.</div><div><br><a href="http://www.oct.ca/public/professional%20standards/ethical%20standards">http://www.oct.ca/public/professional%20standards/ethical%20standards</a></div>]]></description>
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         <pubDate>2016-07-18 20:53:47 UTC</pubDate>
         <guid>https://padlet.com/andrew_kobus/6jy1dwfyfpvh/wish/116576986</guid>
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         <title></title>
         <author>andrew_kobus</author>
         <link>https://padlet.com/andrew_kobus/6jy1dwfyfpvh/wish/116577022</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://www.youtube.com/watch?v=QsyKbJyCku8" />
         <pubDate>2016-07-18 20:55:16 UTC</pubDate>
         <guid>https://padlet.com/andrew_kobus/6jy1dwfyfpvh/wish/116577022</guid>
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